2015 level-6 sats english marking scheme · 2015 key stage 2 level 6 english reading test mark...

National curriculum tests

LEVEL

6

KEY STAGE

2

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15English tests

English reading mark schemes New Worlds

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2 2015 key stage 2 level 6 English reading test mark schemes

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IntroductionThe Standards and Testing Agency (STA) is responsible for the development and delivery of statutory tests and assessments. STA is an executive agency of the Department for Education.

This booklet contains the mark schemes for the assessment of level 6 English reading. Level threshold tables will be available at www.gov.uk/sta from Tuesday 7 July 2015.

The level 6 English reading test consists of a reading booklet and an answer booklet. A total of 34 marks is available.

As in previous years, external markers will mark the key stage 2 national curriculum tests. The mark schemes are made available to teachers after the tests have been taken.

The mark schemes were written and developed alongside the questions. Pupils’ responses from trialling have been added as examples to the mark schemes to ensure they reflect how pupils respond to the questions. The mark schemes indicate the criteria on which judgements should be made. In applying these principles, markers use professional judgement based on the training they have received.

The assessment focuses for English reading provide information about the particular processes and skills a pupil needs to demonstrate in order to answer the questions. This information is provided in order to explain the structure of the mark schemes as well as the way they will be used by external markers. The assessment focuses are drawn from the national curriculum and are common across levels 3–5 and level 6 tests. The assessment focuses for English reading are listed on page 4.

2015 key stage 2 level 6 English reading test mark schemes 3


The English reading test mark schemesThe range of marks available for each question is given under each question in the reading answer booklet.

Incorrect or unacceptable answers are given a mark of 0. No half marks are awarded. There are several different answer formats:

• short answers These may be only one word or a few words. 1 mark may be awarded for each correct response.

• several line answers These may be a few words or a sentence or two. Up to 2 marks may be awarded.

• longer answers These require a more detailed explanation of the pupil’s opinion, and / or detailed reference to the text, which may include use of quotation. Up to 3 marks may be awarded. The mark scheme will clearly show the maximum mark allocation and the criteria for the award of marks.

• selected answers Some responses do not involve writing. The requirements are explained in the question.

The mark schemes were devised after trialling the tests with pupils. They contain examples of some frequently occurring correct answers given in the trials (these are shown in italics). Many pupils will, however, have different ways of word ing an acceptable answer. In assessing each answer, markers must focus on the content of what has been written and not on the quality of the writing, expression or grammatical construction.

Assessment focuses for English readingThe aspects of reading to be assessed are pupils’ ability to:

AF1 Use a range of strategies, including accurate decoding of text, to read for meaning.

AF2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.

AF3 Deduce, infer or interpret information, events or ideas from texts.

AF4 Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.

AF5 Explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level.

AF6 Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader.

AF7 Relate texts to their social, cultural and historical contexts and literary traditions.



2. Look at the first paragraph, beginning: We had made a great deal of way… Which two statements about the trees on Treasure Island are true?

1 mark

Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotations and reference to text.

Award 1 mark for two ticks in the correct boxes:

The trees on Treasure Island...

Tick two.

are all the same height.

include pine trees. ✓

are mostly taller than the hills.

are strangely shaped.

all have a similar grey colour. ✓

Reading answer booklet: Page 4 (continued)



Reading answer booklet: Page 6

4. Look at the text on page 4.

How do the paragraphs on this page build up to the last line on page 4: I hated the very thought of Treasure Island? Explain fully, referring to the text in your answer. You should write about:

• Jim’s first impressions of Treasure Island

• his description of being on board ship

• his feelings in the last paragraph on this page.

up to 3 marks

Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.

Criteria for award of marks:

3 marks Award 3 marks for a response which explains how the text is deliberately organised to build up a sense that something is wrong / the island is unpleasant / despite his discomfort, Jim would prefer to remain on the ship.

There is some development of comments, and these are supported by well-selected evidence.

Some features that contribute to the build-up are identified, eg: the sequencing of events or the repetition of ideas.

2 marks Award 2 marks for a response which shows some understanding of how the first three paragraphs build up to the last line. There may be very little explanation of how the text is deliberately organised.

There are some relevant comments about, and evidence from, more than one section.

There is some awareness of how a sense that something is wrong / the island is unpleasant is built up.

1 mark Award 1 mark for a response which demonstrates some recognition of a sense that something is wrong / the island is unpleasant.

Comments are mostly descriptive; little to no evidence is offered.

continued on next page



Exemplar answers:

3 marks The paragraphs describe the place as really dismal. Jim’s first impression wasn’t a good one, he didn’t like it as he says here “grey-coloured woods”. This already sets a bad impression on the boat as well, as if the presence of the island annoyed the ship: “the whole ship was moaning”. In the last paragraph he says “would have thought anyone at sea that long would have been glad to see land” but this shows he hates it so much he doesn’t want to get off and this helps to build up to the last phrase.

Recognition of deliberate organisation throughout. The island looks so dismal that Jim would prefer to stay on board (he hates it so much he doesn’t want to get off), reinforced by the boat’s apparent agreement. Some development of comments (as if the presence of the island annoyed the ship) supported by well-selected evidence.

He thinks it is dull and grey, shown by “uniform and sad”. This shows his mood had already dropped by his description. He uses words like “moaned and groaned” to show he thinks even the ship is depressed. Finally in the last paragraph he says: “my heart sank into my boots”. So all of these depressing things lead up to him hating Treasure Island.

Workmanlike approach to the three prompts. Recognises deliberate organisation (mood had already dropped / even the ship is depressed), which is summarised in the final sentence (all of these depressing things).

2 marks Jim describes the setting as “uniform and sad” showing that it wasn’t particularly inviting and he wouldn’t have liked to visit. The words “moaning… groaning and creaking” also convey that the atmosphere is very unpleasant and horrible. Finally the words “melancholy” and “grey” show that the island looked dull and boring and that the look of it made his heart sink to his boots.

Some understanding of build-up is supported by relevant comment (very unpleasant and horrible) and evidence from more than one section, but this is not developed.

They build up because he is explaining how it all looks grey and miserable and the boat is tossing him from side to side and creaking. Also he explains that he thought anyone would be glad to land but then he suddenly tells us exactly how he feels.

Some understanding of build-up through descriptive comment, suggesting the island is unpleasant (grey and miserable) and the boat is uncomfortable (tossing him from side to side and creaking), culminating in recognition of Jim’s implicit final negative feelings.

1 mark Treasure Island looks very depressing with dull colours. The ship is lurching forwards, backward, right and left which makes them feel sick. No-one wanted to go onto the land after having been at sea for so long.

Demonstrates some recognition that the island and boat are unpleasant through descriptive comment / paraphrase of the text (dull colours / lurching forwards, backward). Though individual comments are made on different sections, there is no understanding of how these contribute to overall build up.

Because the island was grey, the ship was making loud noises, it had melancholy woods and it generally looked sad.

Limited descriptive comment (loud noises) and some minimal sense that the island is unpleasant (generally looked sad).

0 marks He had thought that it was going to be easy arriving at Treasure Island but he started to feel like as if his body was fully aching. When he had nearly arrived he saw that the island looked grey to him.

The first comment is not supported by the text, and the final sentence is evidence with no comment.




5. The following sentences are based on the paragraph beginning: We had a dreary morning’s work before us…

Choose the best word to complete each sentence and put a circle around your choice.

up to 2 marks

Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotations and reference to text.

Award 2 marks for all three words correctly circled. Award 1 mark for any two words correctly circled.

i) We had a morning’s work before us.

dulllong hard

ii) The weather was .

sunnyfine scorching

iii) The crew about their work.

arguedsighed complained




15. Look at page 9.

What do we learn about Aldrin’s feelings on this page? Explain fully, referring to the text in your answer.

up to 3 marks

Assessment focus 3: deduce, infer or interpret information, events or ideas from texts.

Acceptable points:

Feeling: Likely evidence:

1. his sense of awe / wonder (at the view)

● He looks up at the half-dark Earth

● can make out the slowly rotating shapes of North Africa and the Middle East

● realizes that the soil next to his boots has lain untroubled by life since before those continents existed

2. his sense of honour / privilege / being one of the first people there

● he’s covered in goose bumps

● realizes that the soil next to his boots has lain untroubled by life since before those continents existed

3. nervous / anxious / afraid

● he’s covered in goose bumps

● cracking a joke

4. excited ● he’s covered in goose bumps

5. relieved / reassured

● He likes the reduced gravity, is glad of its attention

● after the weightlessness of space, which feels lonesome to him

6. alone / lonely / isolated / separated

● is glad of its attention

● feels lonesome to him

● as though he’s nowhere

● He looks up at the half-dark Earth

7. light-hearted / relaxed ● Aldrin chips in, too

● cracking a joke

8. insignificant ● realizes that the soil next to his boots has lain

untroubled by life since before those continents existed

continued on next page



Reading answer booklet: Page 13 (continued)

17. Are the following statements true or false? Draw a circle around your answers.

up to 2 marks

Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.

Award 2 marks for all four answers correct. Award 1 mark for three answers correct.

The astronauts experience less gravity on the Moon than in space.

True / False

The first pictures of the Moon were upside down.

True / False

The Lunar Module has round windows. True / False

Armstrong wasn’t meant to come out until midnight.

True / False




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feelings of explorers 10. factual vs. emotional

11. unimpressed vs. impressed

12. both are uncertain

Award 3 marks for either two acceptable points, from different pupil prompts, both developed with reference to at least one text or three acceptable points from the three different pupil prompts, without development, eg:

● in Moondust, Armstrong thought it looked more inviting than hostile, whereas Jim described it as poisonous, so he is probably more against his destination than Neil. Also, the moon is described as beautiful, so beautiful that ‘Aldrin exalted…’, even though many would say it would be grey, and a tropical island is likely to be bright and gay with palm trees, but Jim describes it as being ‘buried in woods’ [developed AP11, AP7 + example]

● Treasure Island says exactly what it is like, whereas Moondust you have a lot more description. Both atmospheres had a very strange feel to them as there was no sign of life on either of them. In Treasure Island the visitor described it very negatively, but in Moondust it was more positive. [AP3, developed AP8 and AP11]

Award 2 marks for either one acceptable point developed with reference to at least one text or two acceptable points from two pupil prompts, without development, eg:

● the word ‘poisonous’ maybe is hinting at it being dangerous and deadly, whereas the setting in Moondust is described as more inviting, than hostile [AP6 + example]

● the atmospheres are almost the same, very unusual to the human eye, and both the explorers aren’t sure of it. [AP9 and AP12]

Award 1 mark for one acceptable point without development, eg:

● Treasure Island is described with dull words, whereas Moondust is full of bright, descriptive words [AP3]

● both the places seem extraordinary and quite intimidating. [AP9]



2015 level-6 sats english marking scheme · 2015 key stage 2 level 6 english reading test mark...

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